Grade Two Science Curriculum Guide - Prince Edward Island · 2017-03-28 · ATLANTIC CANADA SCIENCE...

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 2 i

AcknowledgementsThe departments of education of New Brunswick, Newfoundland andLabrador, Nova Scotia, and Prince Edward Island gratefully acknowledge thecontributions of the following groups and individuals toward the developmentof this grade 2 science curriculum guide.

• The Regional Elementary Science Curriculum Committee; current and pastrepresentatives include the following:

Prince Edward IslandClayton Coe, Mathematics and Science ConsultantDepartment of Education

Sheila Barnes, TeacherL.M. Montgomery Elementary School

Ron Perry, TeacherElm Street Elementary School

New BrunswickMark Holland, Science ConsultantDepartment of Education

Peggy MacPherson, TeacherKeswick Ridge School

Nova ScotiaMarilyn Webster, Science ConsultantDepartment of Education & Culture

Hazel Dill, PrincipalDr. Arthur Hines School

Newfoundland and LabradorDana Griffiths, Science ConsultantDepartment of Education

Paul Mills, TeacherBaie Verte Middle School

Lorainne FolkesNotre Dame Academy

• The Provincial Curriculum Working Group, comprising teachers and othereducators in Prince Edward Island, which served as lead province indrafting and revising the document.

• The teachers and other educators and stakeholders across Atlantic Canadawho contributed to the development of the grade 1 science curriculumguide.

ACKNOWLEDGEMENTS

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 2 iii

Introduction

Table of Contents

TABLE OF CONTENTS

Foreword ............................................................................................ 1Background ........................................................................................ 3Aim .................................................................................................... 3

Program Design

and Components

Curriculum Outcomes

Framework

Life Science: Animal

Growth and Changes

Earth and Space

Science: Air and Water

in the Environment

Appendix Science Safety ................................................................................... 75Attitude Outcome Statements ........................................................ 78

Overview .......................................................................................... 11Essential Graduation Learnings ....................................................... 12General Curriculum Outcomes ....................................................... 13Key-Stage Curriculum Outcomes ................................................... 13Specific Curriculum Outcomes ....................................................... 13Attitude Outcomes .......................................................................... 14Curriculum Guide Organization .................................................... 15Unit Organization ........................................................................... 15The Four-Column Spread ............................................................... 16

Introduction .................................................................................... 19Focus and Context ........................................................................... 19Science Curriculum Links ............................................................... 19pan-Canadian Science Learning Outcomes ..................................... 20PEI/APEF Specific Curriculum Outcomes ..................................... 21



Physical Science:

Liquids and Solids

Physical Science:

Relative Position

and Motion


Learning and Teaching Science .......................................................... 5Writing in Science ............................................................................. 6The Three Processes of Scientific Literacy ......................................... 7Meeting the Needs of All Learners .................................................... 8Assessment and Evaluation ................................................................ 9

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 2 1

Foreword

The pan-Canadian Common Framework of Science Learning Outcomes K to 12, released in October 1997, assists provinces in developing acommon science curriculum framework.

New science curriculum for the Atlantic Provinces is described inFoundation for the Atlantic Canada Science Curriculum (1998).

This curriculum guide is intended to provide teachers with theoverview of the outcomes framework for science education. It alsoincludes suggestions to assist teachers in designing learning experiencesand assessment tasks.


Introduction

Background The curriculum described in Foundation for the Atlantic CanadaScience Curriculum was planned and developed collaboratively byregional committees. The process for developing the common sciencecurriculum for Atlantic Canada involved regional consultation with thestakeholders in the education system in each Atlantic province. TheAtlantic Canada science curriculum is consistent with the frameworkdescribed in the pan-Canadian Common Framework of Science LearningOutcomes K to 12.

Aim The aim of science education in the Atlantic provinces is to developscientific literacy.

Scientific literacy is an evolving combination of the science-relatedattitudes, skills, and knowledge students need to develop inquiry,problem-solving, and decision-making abilities; to become life-longlearners; and to maintain a sense of wonder about the world aroundthem. To develop scientific literacy, students require diverse learningexperiences that provide opportunities to explore, analyse, evaluate,synthesize, appreciate, and understand the interrelationships amongscience, technology, society, and the environment.


Program Design and Components

Learning andTeaching Science

What students learn is fundamentally connected to how they learn it.The aim of scientific literacy for all has created a need for new forms ofclassroom organization, communication, and instructional strategies.The teacher is a facilitator of learning whose major tasks include

• creating a classroom environment to support the learning andteaching of science

• designing effective learning experiences that help students achievedesignated outcomes

• stimulating and managing classroom discourse in support ofstudent learning

• learning about and then using students’ motivations, interests,abilities, and learning styles to improve learning and teaching

• assessing student learning, the scientific tasks and activitiesinvolved, and the learning environment to make ongoinginstructional decisions

• selecting teaching strategies from a wide repertoire

Effective science learning and teaching take place in a variety ofsituations. Instructional settings and strategies should create anenvironment that reflects a constructive, active view of the learningprocess. Learning occurs through actively constructing one’s ownmeaning and assimilating new information to develop a newunderstanding.

The development of scientific literacy in students is a function of thekinds of tasks they engage in, the discourse in which they participate,and the settings in which these activities occur. Students’ dispositiontowards science is also shaped by these factors. Consequently, the aimof developing scientific literacy requires careful attention to all of thesefacets of curriculum.

Learning experiences in science education should vary and shouldinclude opportunities for group and individual work, discussionamong students as well as between teacher and students, andhands-on/minds-on activities that allow students to construct andevaluate explanations for the phenomena under investigation. Suchinvestigations and the evaluation of the evidence accumulated provideopportunities for students to develop their understanding of thenature of science and the nature and status of scientific knowledge.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 26

Writing in Science Learning experiences should provide opportunities for students touse writing and other forms of representation as ways to learning.Students, at all grade levels, should be encouraged to use writing tospeculate, theorize, summarize, discover connections, describeprocesses, express understandings, raise questions, and make sense ofnew information using their own language as a step to the languageof science. Science logs are useful for such expressive and reflectivewriting. Purposeful note making is also an instrinsic part of learningin science that can help students better record, organize, andunderstand information from a variety of sources. The process ofcreating webs, maps, charts, tables, graphs, drawing, and diagramsto represent data and results help students learn and also providesthem with useful study tools.

Learning experiences in science should also provide abundantopportunities for students to communicate their findings andunderstandings to others, both formally and informally, using a varietyof forms for a range of purposes and audiences. Such experiencesshould encourage students to use effective ways of recording andconveying information and ideas and to use the vocabulary of sciencein expressing their understandings. It is through opportunities to talkand write about the concepts they need to learn that students come tobetter understand both the concepts and related vocabulary.

Learners will need explicit instruction in and demonstration of thestrategies they need to develop and apply in reading, viewing,interpreting, and using a range of science texts for various purposes. Itwill be equally important for students to have demonstrations of thestrategies they need to develop and apply in selecting, constructing,and using various forms for communicating in science.


The Three Processes

of Scientific Literacy

Inquiry Scientific inquiry involves posing questions and developingexplanations for phenomena. Students require certain skills toparticipate in the activities of science. Skills such as questioning,observing, inferring, predicting, measuring, hypothesizing, classifying,designing experiments, collecting data, analysing data, andinterpreting data are fundamental to engaging in science. Theseactivities provide students with opportunities to understand andpractise the process of theory development in science and the natureof science.

Problem Solving The process of problem solving involves seeking solutions to humanproblems. It consists of proposing, creating, and testing prototypes,products, and techniques to determine the best solution to a givenproblem.

An individual can be considered scientifically literate when he/she isfamiliar with, and able to engage in, three processes: inquiry,problem-solving, and decision making.

Decision Making The process of decision making involves determining what we, ascitizens, should do in a particular context or in response to a givensituation. Decision-making situations are important in their ownright, and but they also provide a relevant context for engaging inscientific inquiry and/or problem solving.


Meeting theNeeds of AllLearners

The Foundation for the Atlantic Canada Science Curriculum stressesthe need to design and implement a science curriculum thatprovides equitable opportunities for all students according to theirabilities, needs, and interests. Teachers must be aware of and makeadaptations to accommodate the diverse range of learners in theirclass. To adapt instructional strategies, assessment practices, andlearning resources to the needs of all learners, teachers must createopportunities that will permit them to address their various learningstyles.

As well, teachers must not only remain aware of and avoid genderand cultural biases in their teaching, they must also actively addresscultural and gender stereotyping (e.g., about who is interested inand who can succeed in science and mathematics). Researchsupports the position that when science curriculum is madepersonally meaningful and socially and culturally relevant, it is moreengaging for groups traditionally under-represented in science, andindeed, for all students.

While this curriculum guide presents specific outcomes for eachunit, it must be acknowledged that students will progress atdifferent rates.

Teachers should utilize materials and strategies that accommodatestudent diversity, and should validate students when they achievethe outcomes to the best of their abilities.

It is important that teachers articulate high expectations for allstudents and ensure that all students have equitable opportunities toexperience success as they work toward achieving designatedoutcomes. Teachers should adapt classroom organization, teachingstrategies, assessment practices, time, and learning resources toaddress students’ needs and build on their strengths. The variety oflearning experiences described in this guide provide access for a widerange of learners. Similarly, the suggestions for a variety ofassessment practices provide multiple ways for learners todemonstrate their achievements.


Assessment andEvaluation

The terms “assessment” and “evaluation” are often usedinterchangeably, but they refer to quite different processes. Sciencecurriculum documents developed in the Atlantic region use theseterms for the processes described below.

Assessment is the systematic process of gathering information on studentlearning.

Evaluation is the process of analysing, reflecting upon, and summarizingassessment information, and making judgments or decisions based upon theinformation gathered.

The assessment process provides the data, and the evaluation processbrings meaning to the data. Together, these processes improve teachingand learning. If we are to encourage enjoyment in learning for studentsnow and throughout their lives, we must develop strategies to involvestudents in assessment and evaluation at all levels. When students areaware of the outcomes for which they are responsible and of the criteriaby which their work will be assessed or evaluated, they can makeinformed decisions about the most effective ways to demonstrate theirlearning.

The Atlantic Canada science curriculum reflects the three majorprocesses of science learning: inquiry, problem solving, and decisionmaking. When assessing student progress, it is helpful to know someactivities/skills/actions that are associated with each process ofscience learning. Student learning may be described in terms ofability to perform these tasks.


Curriculum Outcomes Framework

Overview The science curriculum is based on an outcomes framework thatincludes statements of essential graduation learnings, generalcurriculum outcomes, key-stage curriculum outcomes, and specificcurriculum outcomes. The general, key-stage, and specificcurriculum outcomes reflect the pan-Canadian Common Frameworkof Science Learning Outcomes K to 12. Figure 1 provides the blueprintof the outcomes framework.

Outcomes Framework

Essential Graduation

Learnings

A Vision for ScientificLiteracy

in Atlantic Canada

Four General Curriculum

Oucomes:

Key-stage Curriculum Outcomes

Specific Curriculum Outcomes

SKILLSInitiating and planning

Performing and recordingAnalysing and interpreting

Communication and teamwork

KNOWLEDGELife science

Physical scienceEarth and space science

ATTITUDESAppreciation of science

Interest in scienceScience inquiryCollaborationStewardship

Safety

FIGURE 1

STSENature of science and technology

Relationship betweenscience and technology

Social and environmental contextsof science and technology


Essential Graduation

Learnings

Essential graduation learnings are statements describing theknowledge, skills, and attitudes expected of all students whograduate from high school. Achievement of the essential graduationlearnings will prepare students to continue to learn throughout theirlives. These learnings describe expectations not in terms ofindividual school subjects but in terms of knowledge, skills, andattitudes developed throughout the curriculum. They confirm thatstudents need to make connections and develop abilities acrosssubject boundaries and to be ready to meet the shifting and ongoingopportunities, responsibilities, and demands of life after graduation.Provinces may add additional essential graduation learnings asappropriate. The essential graduation learnings are:

Aesthetic Expression Graduates will be able to respond with critical awareness to variousforms of the arts and be able to express themselves through the arts.

Citizenship Graduates will be able to assess social, cultural, economic, andenvironmental interdependence in a local and global context.

Communication Graduates will be able to use the listening, viewing, speaking,reading, and writing modes of language(s) as well as mathematicaland scientific concepts and symbols to think, learn, andcommunicate effectively.

Personal Development Graduates will be able to continue to learn and to pursue an active,healthy lifestyle.

Problem Solving Graduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts.

Technological Competence Graduates will be able to use a variety of technologies, demonstratean understanding of technological applications, and applyappropriate technologies for solving problems.


GeneralCurriculumOutcomes

The general curriculum outcomes form the basis of the outcomesframework. They also identify the key components of scientificliteracy. Four general curriculum outcomes have been identified todelineate the four critical aspects of students’ scientific literacy. Theyreflect the wholeness and interconnectedness of learning and shouldbe considered interrelated and mutually supportive.

Science, Technology,

Society, and the

Environment

Students will develop an understanding of the nature of science andtechnology, of the relationships between science and technology, andof the social and environmental contexts of science and technology.

Skills Students will develop the skills required for scientific andtechnological inquiry, for solving problems, for communicatingscientific ideas and results, for working collaboratively, and formaking informed decisions.

Knowledge Students will construct knowledge and understandings of conceptsin life science, physical science, and Earth and space science, andapply these understandings to interpret, integrate, and extend theirknowledge.

Attitudes Students will be encouraged to develop attitudes that support theresponsible acquisition and application of scientific andtechnological knowledge to the mutual benefit of self, society, andthe environment.

Key-StageCurriculumOutcomes

Key-stage curriculum outcomes are statements that identify whatstudents are expected to know, be able to do, and value by the endof grades 3, 6, 9, and 12 as a result of their cumulative learningexperiences in science. The key-stage curriculum outcomes are fromthe Common Framework for Science Learning Outcomes K-12.

SpecificCurriculumOutcomes

Specific curriculum outcome statements describe what students areexpected to know and be able to do at each grade level. They areintended to help teachers design learning experiences and assessmenttasks. Specific curriculum outcomes represent a framework for assistingstudents to achieve the key-stage curriculum outcomes, the generalcurriculum outcomes, and ultimately, the essential graduationlearnings.

Specific curriculum outcomes are organized in units for each gradelevel.


Attitude Outcomes It is expected that the Atlantic Canada science program will fostercertain attitudes in students throughout their school years. TheSTSE, skills, and knowledge outcomes contribute to thedevelopment of attitudes, and opportunities for fostering theseattitudes are highlighted in the Elaborations—Strategies forLearning and Teaching sections of each unit.

Attitudes refer to generalized aspects of behaviour that teachersmodel for students by example and by selective approval. Attitudesare not acquired in the same way as skills and knowledge. Thedevelopment of positive attitudes plays an important role instudents’ growth by interacting with their intellectual developmentand by creating a readiness for responsible application of whatstudents learn.

Since attitudes are not acquired in the same way as skills andknowledge, outcome statements for attitudes are written as key-stagecurriculum outcomes for the end of grades 3, 6, 9, and 12. Theseoutcome statements are meant to guide teachers in creating a learningenvironment that fosters positive attitudes. These key-stageattitudinal outcome statements can be found in the appendix.


Curriculum GuideOrganization

Specific curriculum outcomes are organized in units for each gradelevel. Each unit is organized by topic. Suggestions for learning,teaching, assessment, and resources are provided to support studentachievement of the outcomes.

Unit Organization Each unit begins with a three-page synopsis. On the first page,introductory paragraphs provide an unit overview. These are followedby a section that specifies the focus (inquiry, problem solving, and/ordecision making) and possible contexts for the unit. Finally, acurriculum links paragraph specifies how this unit relates to scienceconcepts and skills addressed in other grades so teachers willunderstand how the unit fits with the students’ progress through thecomplete science program.

The order in which the units of a grade appear in the guide is meantto suggest a sequence. In some cases, the rationale for therecommended sequence is related to the conceptual flow across theyear. That is, one unit may introduce a concept that is thenextended in a subsequent unit. Likewise, one unit may focus on askill or context that will be built upon later in the year.

Some units or certain aspects of units may also be combined orintegrated. This is one way of assisting students as they attempt tomake connections across topics in science or between science and thereal world. In some cases, a unit may require an extended time frameto collect data on weather patterns, plant growth, etc. These casesmay warrant starting the activity early and overlapping it with theexisting unit. In all cases, the intent is to provide opportunities forstudents to deal with science concepts and scientific issues inpersonally meaningful and socially and culturally relevant contexts.

The second page of the three-page overview provides a table of theoutcomes from the pan-Canadian Common Framework of ScienceLearning Outcomes K to 12 that the unit will address. The numberingsystem used is the one in the pan-Canadian document as follows:

• 100s—Science-Technology-Society-Environment (STSE) outcomes• 200s—Skills outcomes• 300s—Knowledge outcomes• 400s—Attitude outcomesThese code numbers appear in brackets after each specific curriculum

outcome (SCO).

The pan-Canadian Science Learning Outcomes were used as theframework in the development of the Atlantic Canada ScienceCurriculum at this grade level. They are included to illustrate thetwo types of science outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessmentpurposes, teachers should refer to the PEI/APEF Specific CurriculumOutcomes found on the third overview page.


The Four-ColumnSpread

All units have a two-page layout of four columns as illustrated below.In some cases, the four-column spread continues to the nexttwo-page layout. Outcomes are grouped by a topic indicated at thetop of the left page.

Two Page, Four Column Spread

Column One: Outcomes

The third page of the three-page overview provides a table of thePEI/APEF specific curriculum outcomes for the unit. Each unit isdivided into subtopics to reflect a possible grouping of the specificcurriculum outcomes.


The first column provides the specific curriculum outcomes. Theseare based on the pan-Canadian Common Framework of ScienceLearning Outcomes K to 12. The statements involve the Science-Technology-Society-Environment (STSE), skills, and knowledgeoutcomes indicated by the outcome number(s) that appears inparenthesis after the outcome. Some STSE and skills outcomes havebeen written in a context that shows how these outcomes should beaddressed.

The third column provides suggestions for ways that students’achievement of the outcomes could be assessed. These suggestionsreflect a variety of assessment techniques and materials that include,but are not limited to, informal/formal observation, performance,journal, interview, paper and pencil, presentation, and portfolio.Some assessment tasks may be used to assess student learning inrelation to a single outcome. Others to assess student learning areorganized in relation to several outcomes. The assessment itemidentifies the outcome(s) addressed by the outcome number inbrackets after the item.

Specific curriculum outcomes have been grouped by topic. Othergroupings of outcomes are possible and in some cases may benecessary to take advantage of local situations. The grouping ofoutcomes provides a suggested teaching sequence. Teachers mayprefer to plan their own teaching sequence to meet the learningneeds of their students.

Column One and Column Two define what students are expected tolearn, and be able to do.

Column Two: Elaborations—Strategies for Learning andTeaching

The second column may include elaborations of outcomes listed incolumn one, and describes learning environments and experiencesthat will support students’ learning.

The strategies in this column are intended to provide a holisticapproach to instruction. In some cases, they address a singleoutcome; in other cases, they address a group of outcomes.

Column Three: Tasks forInstruction and/orAssessment

Column Four: Resources/Notes

This column provides correlations of outcomes to authorizedresources.

LIFE SCIENCE: ANIMAL GROWTH AND CHANGES

19ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 2

Life Science: Animal Growth and Changes

Introduction All animals grow and change from their earliest beginnings until theyreach their full adult condition. The form and pattern of this growthdistinguish one kind of animal from another and are sources of interestfor children of all ages. Viewing the growth and development of anindividual organism can be a powerful learning experience for theyoung student, especially if the student shares responsibility for itscare. For example, students can raise a butterfly from caterpillar toadult. The growth and development of the butterfly can then becompared to that of other animals and of themselves, and theopportunity is provided for children to identify the conditions neededto support healthy growth.

Focus and Context The focus in this unit is on making observations as part of the inquiryprocess. As much as possible, these observations should be on liveanimals, either in their natural habitat, or in a environment thatmodels a natural habitat, such as an aquarium or terrarium, in theclassroom. As students observe the growth and changes in a variety ofanimals, they will be able to compare and contrast the variousprocesses and stages that the animals go through in their life cycle.

Science

Curriculum Links

Students should already be aware that living things have basic needs,and can be grouped based on their common characteristics, from thegrade 1 unit on Needs and Characteristics of Living Things. This unitextends these concepts by focusing on growth and life cycles ofanimals. In grade 3, students will explore growth and life cycles againin a unit called Plant Growth and Change.

STSE/Knowledge Skills



Students will be expected to

101-7 observe and describe changes in theappearance and activity of an organism as it goesthrough its life cycle

102-6 identify constant and changing traits inorganisms as they grow and develop

100-15 compare the life cycles of familiar animalsand classify them according to the similarities anddifferences of their life cycles

102-7 describe features of natural and human-madeenvironments that support the health and growth ofsome familiar animals

100-16 describe changes in humans as they grow,and contrast human growth to that of otherorganisms

103-5 identify the basic food groups, and describeactions and decisions that support a healthylifestyle


Initiating and Planning

200-1 ask questions that lead to exploration andinvestigation

200-3 make predictions, based on an observedpattern

200-4 select and use materials to carry out their ownexplorations

Performing and Recording

201-5 make and record relevant observations andmeasurements, using written language, pictures, andcharts

201-7 identify and use a variety of sources of scienceinformation and ideas

Analysing and Interpreting

202-2 place materials and objects in a sequence or ingroups according to one or more attributes

202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research

202-9 identify new questions that arise from whatwas learned

Communication and Teamwork

203-2 identify common objects and events, usingterminology and language that others understand

203-3 communicate procedures and results, usingdrawings, demonstrations, and written and oraldescriptions

203-5 respond to the ideas and actions of others andacknowledge their ideas and contributions

pan-Canadian Science Learning Outcomes

N.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development of the AtlanticCanada Science Curriculum at this grade level. They are included here to illustrate the two types of science outcomes at theprimary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessment purposes, teachers should refer tothe PEI/APEF Specific Curriculum Outcomes found on the next page.



PEI/APEF Specific Curriculum OutcomesAnimal Growth and Changes

Investigating the Needs and Life Cycles of an OrganismStudents will be expected to

• observe and describe changes in theappearance and activity of an organism as itgoes through its life cycle (101-7)

• select and use materials to carry out theirown explorations for observing the life cycleof an organism (200-4)

• ask questions about an organism’s needs andchanges in growth patterns that lead toexploration and investigation (200-1)

• record relevant observations of changes inthe appearance and activity of an organismas it goes through its life cycle, usingwritten language, and/or charts (201-5)

• identify constant and changing traits inorganisms as they grow and develop(102-6)

• respond to other students’ ideas about anorganism’s needs and changes in growthpatterns (203-5)

• recognize the stages of development of theorganism, using applicable terminology andlanguage (203-5)

• propose suggestions for meeting the needsof the organism being investigated, anddraw conclusions about its growth patternsor stages based on observations (202-7)

• communicate procedures and results of theinvestigation into the life cycle of anorganism, using drawings, demonstrations,and/or written and oral descriptions (203-3)

• identify new questions about the needs andgrowth patterns of other organisms (202-9)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Comparing Life Cycles of Familiar Animals


• identify and use a variety of sources ofscience information and ideas to find outabout the life cycles of other organisms(201-7)

• compare the life cycles of familiar animalsand group them according to thesimilarities and differences of their lifecycles (100-15, 202-2)

• describe features of natural and human-made environments that support the healthand growth of some familiar animals (102-7)

• make predictions about the stages in a lifecycle of an organism, based on an observedpattern of stages in a similar organism(200-3)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Human Growth and Development


• describe changes in humans as they grow,and contrast human growth with that ofother organisms (100-16)

• identify the basic food groups and describeactions and decisions that support a healthylifestyle (103-5)

22 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 2


Outcomes Elaborations–Strategies for Learning and Teaching


Investigating the Needs and Life Cycle of an Organism

• observe and describe changes inthe appearance and activity of anorganism as it goes through itslife cycle (101-7)

• select and use materials to carryout their own explorations forobserving the life cycle of anorganism (200-4)

• ask questions about an organism’sneeds and changes in growthpatterns that lead to explorationand investigation (200-1)

Students should investigate the life cycle of at least one type oforganism first hand. The selection of this organism could vary,depending on student and teacher interest, the availability of localorganisms, any student or teacher allergies, and the availability ofspecialized classroom equipment such as incubators or refrigerator.This means that aquariums, jars, terrariums, or cages be set up tohold the creatures for extended periods of time, so this unit shouldbe started early in the school year when specimens may be moreeasily obtained, and students will get the chance to see as much ofthe life cycle as possible.

Students could describe changes in their pets or siblings. Theycould notice their pets or siblings different needs, as they changeover time. Students should be encouraged to ask questions suchas “I wonder how long it takes a chick to hatch from an egg?”,“Do butterflies really come from caterpillars?”, “Where do mothscome from?”, and “Is a baby frog just like a grown-up frog?”These questions can form the basis for exploration, and studentswill undoubtedly ask many more questions as the investigationsproceed. Teachers can guide the discussion by introducing othercreatures, like butterflies, fish, chicks, frogs, meal worms, orother organisms that they will be able to observe and investigate.Students could be encouraged to think of and ask otherquestions about other organisms’ needs and changes in growthpatterns such as: “Do you know how living organisms grow andchange?” and “What types of things would you think would beinteresting to learn about...?”

Students should focus on recording their observations carefully,by drawing pictures, writing descriptions of changes as theyoccur, and recording observations at various time intervals asthey observe organisms through their life cycle. As they observeorganisms go through their life cycle, students should alsoinclude information about the organisms’ feeding behaviour andactivity. Attention should be paid to features of the organism’senvironment that enable it to meet its needs at different stages ofits life cycle. Students can work together to care for theseorganisms.

• record relevant observations ofchanges in the appearance andactivity of an organism as it goesthrough its life cycle, usingwritten language, pictures, and/or charts (201-5)


Tasks for Instruction and/or Assessment Resources/Notes


Performance

• Making a cocoon: Dip string or thread in a starch solution, andwrap around and around an empty film container or other smallcontainer. Cut out and colour a butterfly and a caterpillar. Usingthe cocoon you have made, show the steps that occur as acaterpillar turns into a butterfly. What is the next stage of thislife cycle? How could you show it? (101-7 )

Journal• Three times a week, as you watch the life cycle of your butterfly

(meal worm, chick, ...), record your observations in your journal.Did you have to use any special equipment? Draw pictures to showhow your butterfly is developing. (101-7, 102-6, 200-4, 201-5,203-2, 203-3)

• We are going to be taking care of a ____ so that we can watch itgrow. I would like to find out ... (Describe questions that inquireabout what the organism will look like as it grows.) (200-1)

Paper and Pencil• Cut and paste in order: (Teachers should have the students paste

it in a circular pattern, with arrows from one picture to the next,to indicate the life cycle) (100-7)

• Teachers may begin a wall growth chart, that students could useto record their heights and/or weights throughout the year.(101-7)

• A chart of tooth loss could be added to throughout the year.(101-7)

Investigating the Needs and Life Cycles of an Organism

Addison Wesley Resource

101-7

Student Book/Flip Book Activities

#2 and #5, DWYK

200-4


#2

200-1

Launch

Activity Bank Activities

#8


#2 and AH

201-5


#2

Science Safety Guide

101-7 Lesson One

200-1 Lesson Two





Investigating the Needs and Life Cycle of an Organism (continued)

• identify constant and changingtraits in organisms as they growand develop (102-6)

Students should investigate constant traits such as eye colour,number of arms and legs, and changing traits such as height andweight. Insects, such as butterflies, moths, or meal worms, arerelatively easy to study in the classroom. Many of these insects gothrough metamorphosis. The four stages of this cycle are egg, larva,pupa, and adult. Teachers should encourage students to use thisterminology during their observations. Magnifying lenses can beused to get a closer look at the different stages in the life cycle.

The total life cycle of a meal worm is about six months. They canbe kept in a large jar with holes in the top. Meal worms can bebought from pet stores as pet food.

Students may be able to bring in caterpillars that they have caughtin order to study the life cycle of a butterfly or moth. These can bekept in a container with leaves and a twig. Fresh leaves must besupplied each day for caterpillars. Some butterflies will only laytheir eggs on certain leaves, for example, monarch butterflies willonly lay eggs on milkweed.

Because frogs mature from tadpoles to adult frogs over the summer,a first-hand look at the complete life cycle of frogs would have to bedone by students independently. Software, video or text resources canbe used to study the life cycle of frogs in the classroom.

Caution: Wear gloves if handling chickens. Caution must beexercised if chickens’ life cycles are studied first hand. A resourceperson, such as a farmer, could help communicate the proper wayto take care of inculating eggs and young chicks. A plan should bedeveloped before acquiring the eggs regarding the proper handlingand eventual placement of the chicks soon after they hatch.

Some schools may opt to investigate the life cycles of fish likesalmon or guppies. Raising these organisms requires research andspecialized equipment, such as a temperature controlled aquariumand refrigerators for the eggs. Various agencies, such as theDepartment of Fisheries and Oceans, salmonid interpretationcenters, and pet stores may supply eggs and equipment, as well asinformation and video resources about the life cycles.

Brine shrimp are organisms that are easy to care for in an aquarium.They are tiny, and may be difficult for students to observe closelywithout magnifying lenses.

As students observe the life cycle of the organism they have chosen,they should be encouraged to raise questions about the life cycles ofother organisms and how they maybe impacted by humans. Many ofthem may have cared for pets, and may be willing to share theirobservations and experiences with their classmates. This will lead tofurther study of the life cycles of other organisms in the next section.

• identify new questions aboutthe needs and growth patternsof other organisms (202-9)

• respond to other students’ ideasabout an organism’s needs andchanges in growth patterns(203-5)

• recognize the stages ofdevelopment of the organism,using applicable terminology andlanguage (203-2)

• propose suggestions for meetingthe needs of the organism beinginvestigated, and drawconclusions about its growthpatterns or stages based onobservations (202-7)

• communicate procedures andresults of the investigation intothe life cycle of an organism,using drawings, demonstrations,and/or written and oraldescriptions (203-3)

!




Performance• Build a home for the organism that you are going to investigate.

(202-7)

Journal• Record any changes you observe as the organism develops. (You

may choose to keep a drawing or written record). (102-6)

Interview• Over the time that you have been watching your butterfly (meal

worm, chick, ...) grow, what things have stayed the same? Whatthings have changed? (102-6)

Presentation• Present the results of your investigation of the life cycle of a

butterfly (meal worm, chick, ...) to the class. (203-3)

Informal/Formal Observation• In brainstorming/sharing/generating questions sessions on the life

cycles of organisms, assess the degree of participation and respectfor others’ points of view.

Observe how: (teacher note)

– individual students contribute to the group (202-7, 203-5)– the group follows directions (200-4)– the amount of detail in recording their observation (101-7,

201-5, 202-7)– the students describe the life cycle of the organism and how it

connects to their world (100-7, 203-2)– they recognize that they experience changes in life too (202-7)

Interview• Do you think all animals go through the same stages as the

animal(s) we are studying? What other animals would you beinterested in finding out about? What are some questions you askabout the growth of living things? (202-9)

Investigating the Needs and Life Cycles of an Organism (continued)

Addison Wesley Resource

102-6


#5


#1, #3, #6, and DWYK

203-5

Actvity Bank Activities

#8


#4

203-2


#2, AH and DWYK

202-7


#2 and #4

203-3


#2 and #3

202-9


#3 and AH


203-5 Lesson Two






• identify and use a variety ofsources of science informationand ideas to find out about thelife cycles of other organisms(201-7)

Children at this age generally associate the word “animal” withorganisms that have the characteristics of most adult mammals,reptiles and amphibians. Many children will not naturallyclassify or group invertebrates (eg. insects, spiders, jellyfish...),birds and fish as animals. Students should be guided to learnthat “animals” are a very large group of living things that includemost living things that they can see that are not plants.

Students can now explore the life cycles of other animals. Ifpossible, these explorations should be first-hand (classroomhabitats, visits to farms, zoos, aquariums, nature parks, seashoreand aquaculture farms), but in order to make comparisons betweensimilar types of organisms (for example, between the life cycles ofcod and salmon), print or electronic sources may be necessary.These resources should be well illustrated, and written in simple,age-appropriate language.

Similarities and differences between the life cycles of organismscould be explored. Mammals, birds, insects, fish, reptiles (lizardsand alligators) or amphibians (frogs, toads, and salamanders) canbe used. Note: This is not terminology that we would expectstudents to use at this level. It is only mentioned here for teachersto attempt to choose from a variety of organisms that have verydifferent life cycles.

Students could compare the life cycle of the organism they haveinvestigated, to their own life cycle. Teachers could use adichotomous key to compare animals. Examples include animalsthat start as an egg or not, animals that make cocoons or not,and animals that walk on four legs or not.

• compare the life cycles offamiliar animals and groupthem according to thesimilarities and differences oftheir life cycles (100-15, 202-2)

Animals that hatch from eggs Animals that do not hatch from eggs

butterfliesfrogsbirdsetc...

puppiescats

peopleetc...

Adult animals that usually walk on four legs Adult animals that usually do not walk on four legs

dogscows

skunkssalamanders

etc...

peoplebutterflies

birdsantsetc...




Performance

• Produce a pictoral timeline of an organism’s life cycle. (201-7)

Presentation

• Select an organism and research its life cycle using a variety ofsources. (100-15, 200-3, 201-7, 202-2)


How Animals Compare

6 legs 4 legs

starts as an egg doesn’t start as an egg

makes a cocoon doesn’t make a cocoon

Addison and Wesley Resource

201-7


#8


#2 and AH

100-15, 202-2


#6


#2, #3 and DWYK





Comparing Life Cycles of Familiar Animals (continued)

• describe features of natural andhuman-made environments thatsupport the health and growthof some familiar animals(102-7)

Students should explore organisms in their natural environment.They should explore how these organisms eat, drink, and move intheir natural surroundings. Students could match pictures oforganisms to their environments. For example, they could matchfrogs to ponds, birds to nests, and worms to soil. They can alsoexplore how human-made environments (e.g., farms, zoos,aquaculture farms, aquaria) have supported the health and growthof animals, for example. They could describe the types ofenvironment that they would need to have if they wanted to raisedifferent organisms, such as horses, puppies, or kittens.

Students should be able to make simple predictions about the lifecycles of similar organisms, and recognize patterns. For example, ifthey have explored the lifecycle of a chicken they should be able topredict that a robin will also have eggs that will hatch into babybirds.

• make predictions about thestages in a life cycle of anorganism, based on an observedpattern of stages in a similarorganism (200-3)




Performance• Explore and construct a natural or human-made environment that

could support or hinder the health and growth of organisms.(102-7)

Paper and Pencil• Pretend that you have to take care of a bird (or some other type of

animal) for a while. How would you take care of it? What kinds ofthings would you do to make sure that it is comfortable, and livesas normally as possible? Draw a picture of the type of home youwould make for it. (102-7)

Interview• Tell me some ways human-made environments have helped the

health and growth of animals. (102-7)

Comparing Life Cycles of Familiar Animals (continued)


102-7


#1, #3, #7 and #9


#4, #5, #6 and LB

200-3


#2 and #3


102-7 Lesson Two






• describe changes in humans asthey grow, and contrast humangrowth with that of otherorganisms (100-16)

• identify the basic food groupsand describe actions anddecisions that support a healthylifestyle (103-5)

These outcomes connect well with some outcomes of the healthcurriculum.

Students love to see evidence that they are growing. Theseoutcomes give students the chance to focus on their own growthover the school year. At the beginning of the school year, variousmeasurements could be taken (hand length, feet size, distancearound head), and these measurements could be continued atintervals throughout the year.

To show that voices change and deepen as they get older, studentscan listen to tape of a number of different voices, and try to guesswho is the oldest, and who is the youngest of the people they arelistening to.

Students may have some of their baby clothes or baby pictures thatthey could bring in to illustrate how they have grown. They canalso bring in pictures of their brothers, sisters, and parents orguardians to illustrate the progression from baby to child to adult.

To focus on their needs that have changed as they have grown, theycould draw pictures of types of foods that they have eaten as theyhave grown, from milk to mashed food to solid food. Classroomdisplays could be set up to illustrate this progression.

Health and nutrition issues can be brought in at this point byraising probing questions. Students should be able to recognize thatfood is a necessary ingredient for growth.

Students can be introduced to the major food groups (dairy, meat,fruit and vegetable and bread and cereal) by using posters ordisplays showing the four main food groups. They can then classifyvarious snack and lunch foods into these groups. Guidelines forappropriate amounts of each group can also be displayed anddiscussed in class.

Students will already have an awareness of some basic hygienicpractices that reduce the spreading of germs. They can identifypersonal behaviours, such as attention to clothing, cleanliness,exercise, and nutritional choices, that help maintain good health.(Community health nurses or dieticians can be invited to talk tothe class about nutrition.)

Students could record a list of the food choices they have madeover a day or a week. They could then organize the foods intohealthy food choices and unhealthy food choices. Ask studentswhat they think constitute a balanced diet. Have the studentssuggest that they could change their eating habits to becomeeven healthier.




Journal• Write or illustrate foods that are good for me and foods that are

not. (103-5)

Paper and Pencil• Draw or print the names of the food groups on separate pieces of

paper. Cut out pictures of foods and drinks from a magazine, andpaste them on the correct sheet. (103-5)

Interview• What is good nutrition? Why is it important to eat nutritious food?

(103-5)

Presentation• Make a picture poster of people at different ages. Select pictures

that show how some characteristics change (height, weight), whileothers remain the same (eye and hair colour).

• Have students use a sheet of paper as a placemat. Cut foods outof magazines to create a healthy, tasty meal that they wouldenjoy eating and explain why it is a healthy meal. (103-5)



100-16


#3 and #5


#3

103-5


#9


#5


100-16 Lesson One


EARTH AND SPACE SCIENCE: AIR AND WATER IN THE ENVIRONMENT

Earth and Space Science:

Air and Water in the Environment

Introduction Air and water are all around us. They form a major part of thephysical environment and are essential for life, yet our awareness ofthem is often incomplete. Where solids are tangible and directlymeasurable, gases and liquids are sometimes visible only throughtheir effects. The emphasis in this unit is on characteristics of air andwater, and on how they affect us in daily life. Throughinvestigations, students learn about changes and interactions of airand water when they are heated or cooled, and about theirmovement through the environment. In the process, studentsdiscover that water is important to us in many ways. Students canalso learn to appreciate that there is more to obtaining clean waterthan simply turning on a tap.

Focus and Context The focus in this unit is on inquiry. Students are presented withmany opportunities to explore how air and water are connected, andhow temperature and moving air can affect the form of water.Students are also provided with opportunities to test fabrics to seehow suitable they are for various weather conditions. Finally, theygain an appreciation for having a clean water supply, and investigatehow water pollution can affect living things.

Science

Curriculum Links

Some of this unit can be integrated with the first section on TheThree States of Water in the grade 2 unit, Liquids and Solids. Thesesections are noted in the following pages.

Students will have already investigated changing weather conditionsin the grade 1 unit, Daily and Seasonal Changes. In this unit, theyaccount for changes in weather through an understanding of waterand air in the environment. This exploration will deepen in thegrade 5 unit, Weather.








200-4 select and use materials to carry out theirown explorations


201-3 use appropriate tools for manipulating andobserving materials and in building simplemodels

201-5 make and record relevant observations andmeasurements, using written language, pictures,and charts


202-2 place materials and objects in a sequence orin groups according to one or more attributes

202-4 construct and label concrete-object graphs,pictographs, or bar graphs

202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research


203-1 communicate questions, ideas, andintentions while conducting their explorations

203-2 identify common objects and events, usingterminology and language that others understand



102-10 demonstrate how air, as a substancethat surrounds us, takes up space and is felt aswind when it moves

100-26 observe changes in air conditions inindoor and outdoor environments, and describeand interpret these changes

102-9 identify evidence of moisture in theenvironment, in materials, and in living things

100-27 describe changes in the location,amount, and form of moisture, and identifyconditions that can affect these changes

103-7 describe the effects of weather and waysto protect things under different conditions

102-11 identify examples of water in theenvironment and describe ways that water isobtained, distributed, and used

103-8 identify the importance of clean waterfor humans, and suggest ways they couldconserve water

N.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development ofthe Atlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types ofscience outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessmentpurposes, teachers should refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.

STSE / Knowledge Skills



PEI/APEF Specific Curriculum Outcomes

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Air


• demonstrate how air, as a substance thatsurrounds us, takes up space and is felt aswind when it moves (102-10)

• communicate questions and ideas about airwhile conducting explorations (203-1)

• use appropriate tools in constructing adevice to measure the speed and directionwind (201-3)

• observe changes in air conditions in indoorand outdoor environments, and describeand interpret these changes (100-26)

Forms and Changes in Moisture


• identify evidence of moisture in theenvironment, in materials, and in livingthings (102-9)

• use appropriate tools to measure amount ofprecipitation for a period of time (201-3)

• describe changes in the location, amount,and form of moisture, and investigate andidentify conditions that can affect thesechanges (100-27, 200-4, 201-5)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Materials and Moisture

Students will be expected to• ask questions to investigate how various

materials interact with moisture (200-1)

• make predictions about which materials aremore absorbent, or waterproof, or dry morequickly, and select and use materials andtools to test their predictions (200-3,200-4, 201-3)

• put tested materials in a sequence accordingto their ability to absorb water, bewaterproof, and/or dry (202-2, 202-7)

• communicate the procedures and results oftheir tests of materials, using drawings,notes, and/or oral descriptions (203-2,203-3)

• describe the effects of weather and ways toprotect things under different weatherconditions (103-7)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Protecting our Water Sources


• identify examples of water in theenvironment and describe ways that water isobtained, distributed, and used (102-11)

• identify the importance of clean water forhumans, and suggest ways they couldconserve water (103-8)





Air

• demonstrate how air, as asubstance that surrounds us,takes up space and is felt aswind when it moves (102-10)

• communicate questions and ideasabout air while conductingexplorations (203-1)

• use appropriate tools inconstructing a device to measurethe speed and direction wind(201-3)

Students can explore how air takes up space by trying to fill upempty bottles (plastic) with water by holding the bottles underwater in a tub or bucket. Structure the activity so that theyattempt to fill up the bottles by holding the bottles in differentpositions under water (opening down, sideways, up).Alternatively, students can be given bottles with paper towels inthe bottom, and asked to submerge the bottle without gettingthe towel wet.

Many familiar technological products (balloons, tires, and airmattresses) can be used to illustrate that air takes up space.Students can inflate some of these products, and manipulatethem with their hands to feel the air that has been trappedinside.

Air is invisible. As such, students can only see and feel evidenceof air in order to gain an understanding that it is an actualsubstance.

In classroom discussion, students can be given the opportunityto think about why the bottles won’t fill up with water if theyare held upside down, and what they think is in the bubblesthey saw as the bottles did start to fill up. Encourage students torespond to other students’ ideas. Students can use what theyhave learned as they race to see who can fill up the bottle fastest,then share their techniques with other students. They can alsoexplore the fastest method to empty the water from a bottle.Students may think holding the bottle upside down is thefastest way to let water out, but it will pour out more quickly ifair is allowed to get in by tipping or swirling the bottle.

Have students observe how air feels, when there is wind. Involvestudents in activities where they can feel moving air (for example,letting the air out of balloons or tires; standing in front of a fan;standing in the wind). Teachers can help students make a list ofthings that wind can do (for example, cause a flag to wave, blowdown trees, move sailboats). Probe their conceptions of what it isthey are feeling, and introduce the idea of “too small to see, but it isthere”.

Students can construct weather vanes to measure the direction ofthe wind, or make simple wind direction indicators usingribbons hanging from various places around the school andschool grounds. They can use phrases like “It is blowing towardsthe tree”, as well using terms like north, south, east, and west.They can use pinwheels to show how fast the wind is blowing.




Performance

• In a group, construct a wind speed indicator. Use it to measurethe wind speed and direction at various locations and at differenttimes. (201-3)

Journal

• Today we did experiments with air. I learned lots of things ... Iwonder about ... (203-1)

Paper and Pencil

• Draw pictures to show how you know: (102-10)

– air takes up space– air can move things

Interview• How can you show me that air is a real substance when you can’t

see it? (102-10)

Air

Observing Wind

Location Wind Speed Wind Direction

Beside the schoolReally windy. Thepinwheel turned sofast it was blurry.

The ribbon pointedstraight out towardsthe back of theschool.

In an open field

On the seashore


102-10

Launch


#5


#1 and #2

203-1

Launch


#4, #5 and #6


#1, #2 and #6

201-3


#5 and #11


#2


102-9 Lesson One





Air (continued)

• observe changes in airconditions in indoor andoutdoor environments, anddescribe and interpret thesechanges (100-26)

Teachers may have demonstrated the use of thermometers in theunit Daily and Seasonal Changes in grade one, but students didnot use them or any standard units of measurement. In gradetwo, students are being introduced to standard units ofmeasurement in the math program (such as metres and litres),but they are not introduced to temperature units until later.Students could measure air temperature in various parts of theclassroom (by a window, in the sun, by a space heater) with athermometer to see if they can detect any changes in the heightof the liquid in the thermometer.

Indoor air conditions do not change very much. They candescribe changes that occur when the thermostat is turned upusing terms like “colder” and “warmer”. They can identify placesin the room that appear to be warmer than others. For example,they may note that it is noticeably warmer by the heater, andnoticeably cooler by the open window. They may also observethat it is warmer when they are by a window with the sunlightpouring in. They may note breezes that come through an openwindow, or feel the breeze from a fan, or the warm air risingfrom a heater, but other than that, moving air will not be verydetectable indoors.

This investigation can continue outside in the school yard and athome. With the help of their teacher, they could compare outsidetemperature readings that are taken in the sun to those taken in theshade. Students can describe changes in temperature by describingthe type of clothing they would have to wear to be comfortable(such as sweaters, parkas, shorts).

Students can attempt to interpret the various changes intemperature (for example, sun makes it warmer, near a furnace,cloudy day), and wind (by an open window, out in the open andnot sheltered) using simple explanations.

They can also record the wind direction and wind speed in thesame chart using the instruments that they designed. They couldcompare the wind speed out in an open field, and compare it tothe wind speed in a more sheltered area.

Students could note the amount of cloud cover each day (drawpictures to show shape of clouds and relative amount of cloudcover). Forms of moisture in the environment are addressed nextin this unit, so clouds are a natural introduction to this topic.




Performance• With a partner, describe how warm or cold it is at indoor and

outdoor locations, and record your observations in the tablebelow. (100-26, 102-9)

• Find a place outside near your school where you want to collectyour weather measurements. Three times a day (for example, beforerecess, after recess, and afternoon), for one week, fill out thetable with your observations (class activity). (100-26)

Journal

• The things that I learned about the air conditions indoors are ...The things that I learned about outdoor air conditions are ...(100-26)

Air (continued)

Observing the weather

Time/DayObservations(hot, cold,warm, chilly)

Clouds(drawpicture)

Rain/Snow

Wind speed/direction(drawribbons)

Monday 9:30

Monday 11:00

::

What do you feel?

Location in classroom How I feel...

Near a fan

By an open window

In a sunny spot

In a shaded spot

I can feel the wind from the fan,and it feels cool on my face.

::


100-26


#5 and #6


#1 and #2






• identify evidence of moisture inthe environment, in materials,and in living things (102-9)

• use appropriate tools to measureamount of precipitation for aperiod of time (201-3)

Students should explore evidence of moisture in theenvironment by observing the various forms of precipitation(fog, rain, snow, drizzle, etc.) in their local area. They can notetheir breath on a cold day, water steaming up their mirrors aftera bath, or fogging up the windows in their car. If they wearglasses, they may note that they sometimes fog up when theycome inside on a cold day.

Moisture in the form of water vapour will be present in the airin varying amounts, even when it is not evident. It can bedetected by students noting the changes that occur on thesurface of a cold object taken from a freezer, and placed on adesk. Teachers can freeze a container of water, and bring it to theclassroom for students to observe. Some students may think thatthe ice and water are actually coming through the containerwhen they see the ice and condensation forming on the surfaceof the container. Teachers can take a chilled solid object from thefreezer (empty glass pot, for example). Students will notice thecondensation occurring, ruling out the explanation that thewater has come from inside the container, and supporting theidea that the water has come from the air. Alternatively, theycould add a couple of drops of food colouring to the container ofice water, and show that the water that condenses is notcoloured.

Students can observe evidence that moisture is present in manymaterials, such as a wet towel or damp clothes, by feeling them orsqueezing some water from them. They can also see evidence ofmoisture in living things, such as fruits and vegetables. Studentscould take an apple that has been cut in half, and put one piece,sealed in plastic, in the refrigerator, and leave the other piece out.They can then compare appearances, and use a pan balance to seewhich one is heavier. Other activities could involve making juicefrom oranges, or noting that they perspire after exercise.

Students can use a magnifying glass to observe the moisture onleaves or grass at various times of the day. Students should beable to predict the forms of precipitation that will occur duringthe various seasons.

Students can record the types of precipitation in their journal,and use water gauges, measuring sticks for snow, to record theamount of precipitation over the course of a week or month.This could be done using non-standard or standard units. Someof these data can be used for symbolic bar graphs, whichteachers can help students construct. This can be used toconnect with math outcomes in data management.




Performance• As a class, record your results (For students who may have

trouble writing the evidence, these can be relayed orally)(102-9)

Journal• Some of the places that I’ve discovered water are ... (102-9)

Interview• Where do you think the water from the apple went (from the

activity on p. 70)? (102-9)


Water in Many Places

Places where I found moistureor water ... Evidence:

air

apple

::


102-9


#1, #7 and #9


#3


102-9 Lesson Two





Forms and Changes in Moisture (continued)

• describe changes in the location,amount, and form of moisture,and investigate and identifyconditions that can affect thesechanges (100-27, 200-4, 201-5)

Students should explore the conditions under which water canchange from one form to another. Ask students what theynoticed about the location and form of moisture.

Students can investigate conditions affecting evaporation byputting the same amount of water on pieces of the same fabric.Students can hang them from various places, then record thetemperature and note air movement. Students may designinvestigations that attempt to control these variables(temperature and air movement).

Set up cooperative learning groups. Provide opportunities forchildren to discuss and share their ideas on the conditions underwhich things dry faster in one location than the other.

For example, water vapour in the air can condense on a coolwindow or water in a glass can evaporate into the air. Dew on aleaf can evaporate, and wet clothes might dry on the line, andicicles will melt and drip. Water will freeze into cubes in thefreezer.




Performance• (Class Activity)Make an

instrument for measuringthe amount of rain (orsnow). Measure the amountof rain (snow) each day fortwo weeks, and record yourfindings in the chart. (Adifferent student can takethe measurement each day)When you are finished,construct a graph to showyour results. (201-3, 202-4)

Paper and Pencil

• As you explore how to change moisture from one form toanother, fill in the chart: (Include all changes: such as water towater vapour, water vapour to water) (100-27, 200-4, 201-5)

Forms and Changes in Moisture (continued)

Rainfall

DateAmount ofRain

October 11

October 12

::

Ice, Water and Water vapour

Form Location ofmoisture

Conditions Observations

Water Wet towel hung to drywith no wind

towel driedslowly

Water

Ice

wet towel

water in icecube trays

hung to dry inwind

put in freezer

::


100-27, 200-4, 201-5


#7


#3, #4 and #5






• ask questions to investigate howvarious materials interact withmoisture (200-1)

These outcomes explore the role of choosing materials for aspecific purpose. Students could explore different materials andinvestigate questions such as, “Which materials hold the mostwater?”, “Is one material more waterproof than the other?”“Which material will dry the fastest?”. Students can suggestsituations in which they would need materials to absorb water(towels, paper towels), repel water (raincoats, tents), and dryquickly (dish towels, clothing). They should also note theclothing for different weather conditions. For example, studentscould be challenged to name clothing associated with wetweather such as rain coats, boots, parkas, umbrellas. “Encouragethe students to ask questions about such things as whichmaterials keep them driest the longest or which materials are theeasiest to dry.”

Students can make predictions about the materials that theyhave to test, and then perform simple tests on various fabrics totest the qualities that make them suitable for different weatherconditions or absorbing water.

Absorbing qualities: Students can set up several containers withequal amounts of water, and place different materials in the water.They can remove the materials and observe how much water is leftin each container after a designated period of time. This alsosupports outcome 100-18 in the “Liquids and Solids” unit.

Waterproofing qualities: Students can drop water on materials,and note whether the drops “sit” on top of the material, areabsorbed by the material, or soak right through. For the materialsthat allow the water to sit on top, they can see how far they can getthe drop to move before it is absorbed.

Drying times: Students can wet a variety of materials, and notehow long each takes to dry.

Using the results of these tests, students can sequence thematerials that they tested from least to most absorbent, or fromleast to most waterproof, or from fastest to slowest drying. Theycan discuss with classmates which materials would be suitablefor different purposes, for example, clothing for various weatherconditions, for drying towels, or for tents.

Students should be able to communicate what they did andtheir results using words such as “absorb” and “waterproof.” Thiscan be done formally through the creation of products that showtheir procedures and results of their tests, or informally throughteacher interviews with students as they are finishing up theirwork at a learning centre.

• make predictions about whichmaterials are more absorbent, orwaterproof, or dry more quickly,and select and use materials andtools to test their predictions(200-3, 200-4, 201-3)

• put tested materials in asequence according to theirability to absorb water, bewaterproof, and/or dry (202-2,202-7)

• communicate the proceduresand results of their tests ofmaterials, using drawings,notes, and/or oral descriptions(203-2, 203-3)




Paper and Pencil• Predict which

materials are moreabsorbent and give aplan to test yourpredictions. (200-3,200-4, 201-3)

• List your materials inorder from leastwaterproof to mostwaterproof. (202-2,202-7, 203-3, 203-2)

Interviews• When would you want materials to be absorbent? Waterproof?

Dry quickly?


Which materials are waterproof?

(absorbant, dry fastest)

Material Prediction What I saw


200-1


#10

200-3, 200-4, 201-3


#10

202-2, 202-7


#10

203-2, 203-3


#10


#5


200-1 Lesson One

200-3, 200-4, 201-3 Lesson One





Materials and Moisture (continued)

• describe the effects of weatherand ways to protect thingsunder different weatherconditions (103-7)

Students can note signs of weather effects around the schoolyard, home and community. Students can note products thatprotect structures from the effects of weather.

Both wind and precipitation can affect houses, patios, and otherstructures. Students can note signs of weather damage aroundthe school yard and home. Peeling paint, warped wood, shinglesor siding blown off buildings, are examples of evidence thatweather has a marked effect. Students could suggest products orprocesses that have been designed to reduce the impact ofweather, such as driveway sealer and storm windows. Studentscould collect pictoral images that illustrate these products, anddisplay them on a weather poster.




Journal• This is how I would protect ... from weathering. (103-7)

Interview• What kinds of things do you or your family use to prepare for

different weather conditions? (103-7)

Presentation• Create a poster of products that are used to weatherproof things

like clothing, houses, decks, and roads. Flyers and cataloguesfrom hardware stores make a good source of pictures. (103-7)

Materials and Moisture (continued)


103-7


#3, #4, #10, AH and LB


103-7 Lesson One and Lesson Two






• identify examples of water inthe environment and describeways that water is obtained,distributed, and used (102-11)

Students can identify sources of water in their local area, such asstreams, lakes, and wells. They can explore where their watercomes from through field trips and/or guest speakers, and how itis treated to make it clean and safe to drink. Once they recognizethat the water from their taps actually comes from a watersupply, be it a well or lake, they should explore how importantit is to protect these water supplies from pollution.

Students can brainstorm a list of uses of water, and again,through classroom discussion, appreciate the importance of cleanwater. Some communities may have a “Boil Order” in effect, sothat all water is boiled before it is used for cooking or drinking.The effects of having a water supply that is not safe can bedevastating to a community; and students may become scared ifthe full extent of contaminated water is made known to them.Classroom discussions should be limited to the effect of “gettinga bad stomach”, or having cuts that may get infected or not healquickly, but examples of communities stricken by cholera orother diseases are not appropriate for students of this age.

Humans and animals are not the only ones affected by pollutedwater. Students can perform investigations showing the effect ofpolluted water on plant growth by growing bean plants andwatering them with tap water, and “acid rain” (water with smallamounts of vinegar can be used to simulate acid rain).

Students can track and record their personal use of water in dailyactivities and identify situations where water is wasted, andsuggest ways to reduce the waste. For example, they can measurethe water from a dripping tap over a period of time, or they canmeasure the amount of water used to water lawns, take a bath,brush their teeth, or flush the toilet, and suggest ways to reducethe consumption of water for each of these activities.

Personal and age-appropriate actions to protect and safeguardour water supplies could be discussed. Students could bechallenged to explain how litter may cause water pollution orproblems for living things that live in the water.

• identify the importance of cleanwater for humans, and suggestways they could conserve water(103-8)




Performance• Visit a local stream, river, seashore or lake with your class. Look for

signs that the water is clean and healthy, or signs that it is polluted.Record your observations. (102-11)

Write down some ways to try to make sure water is keptunpolluted. (Do not ignore the ocean.) (102-11, 103-8)

Journal• How is water useful in my life? (103-8)

• Some ways I can help keep water clean are ... (103-8)

Interview• How do people get clean water? Does everyone get it the same way?

(102-11)

• Why is it important that our water be clean and not polluted?(103-8)

Presentation• Class poster or mural: You will be responsible for getting or drawing

pictures of one of four aspects of water sources:

– water sources (lakes, rivers, underground water, ocean)– ways of getting this water (wells, pumping stations, hand

pumps)– how we use water– ways to make sure our water is pure and clean. (102-11)

• Act out ways which water and its cleanliness affects them. (103-8)

Portfolio• Select a piece of work from this unit and place it in your portfolio.

Explain why you selected this piece of work. (201-3)



102-11

Launch


#2 and #8


#6 and DWYK

103-8


#2 and #8


#6 and DWYK


PHYSICAL SCIENCE: LIQUIDS AND SOLIDS

Physical Science: Liquids and Solids

Introduction When students examine materials in their environment they becomeaware of a wide array of similarities and differences in their properties:the way they look, the way they feel, and the way they respond toenvironmental change. Some properties are common to many materialsand are used to group materials into broad categories. Other propertiesare important for distinguishing individual materials. The categories ofliquid and solid provide one way for students to organize theirunderstanding of materials. This understanding is extended as studentsinvestigate ways that solids and liquids interact, and learn that materialscan have both a solid and liquid phase.

Focus and Context Students will have opportunities to practice both their inquiry andproblem solving skills in this unit. Investigations that focus on theproperties and interactions of liquids and solids will provide manyopportunities for observing and recording. Students will also getopportunities to design solutions to buoyancy challenges, and createand test useful products made by combining solids and liquids.

Science

Curriculum Links

Many connections can be made in the first section of this unit, TheThree States of Water, and the Air and Water unit. This unit is bestdone during the winter months in order to have easy access to ice,snow, and cold weather.

Students have already investigated the difference between materialsand objects in the grade 1 unit, Properties of Objects and Materials.This unit provides the prerequisite skills, knowledge, andexperiences needed for a grade 5 unit, Properties and Changes inMaterials.




103-6 describe the characteristics of the threestates of water and predict changes from one stateto another

100-17 investigate and compare properties offamiliar liquids and solids

100-18 investigate and describe the interactions offamiliar liquids and solids

100-21 demonstrate an understanding of sinkingand floating objects by solving a related practicalproblem

100-19 identify ways to use a variety of liquids andto combine solids and liquids to make usefulmaterials

100-20 investigate changes that result from theinteraction of materials and describe how theircharacteristics have changed

102-8 describe and demonstrate ways we use ourknowledge of solids and liquids to maintain a cleanand healthy environment




200-2 identify problems to be solved


200-4 select and use materials to carry out their ownexplorations


201-3 use appropriate tools for manipulating andobserving materials and in building simple models

201-5 make and record relevant observations andmeasurements, using written language, pictures, andcharts

201-7 identify and use a variety of sources of scienceinformation and ideas


202-2 place materials and objects in a sequence or ingroups according to one or more attributes

202-8 compare and evaluate personally constructedobjects with respect to their form and function


203-1 communicate questions, ideas, and intentionswhile conducting their explorations


203-5 respond to the ideas and actions of others andacknowledge their ideas and contributions

pan-Canadian Science Learning OutcomesN.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development ofthe Atlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types ofscience outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessmentpurposes, teachers should refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.




PEI/APEF Specific Curriculum OutcomesThe Three States of Water


• respond to the ideas and questions ofclassmates during investigations into thecharacteristics of water, and how it changesfrom one state to another (203-5)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

• describe the characteristics of the threestates of water (ice, water, water vapor) andpredict changes from one state to another(103-6, 200-3)

Properties and Interactions of Familiar Liquids and Solids


• ask questions about the properties offamiliar liquids and solids that lead toexploration and investigation (200-1)

• investigate and compare properties offamiliar liquids and solids (100-17)

• investigate and describe the interactions offamiliar liquids and solids (100-18)

• make and record relevant observationsduring investigations of interactions ofliquids and solids, using written language,pictures, and charts (201-5)

• place objects in groups according to thetype of liquid in which they will float orsink (202-2)

• demonstrate an understanding of sinkingand floating objects by identifying andsolving a related practical problem(100-21, 200-2)

• compare and evaluate solutions to thepractical problem related to sinking andfloating (202-8)

• communicate procedures used to solve thepractical problem related to sinking andfloating, using drawings, demonstrations,and written and/or oral descriptions(203-3)

Mixing Liquids and Solids to Make New and Useful Materials


• select and use solids, liquids andappropriate tools to make useful materials(100-19, 200-4, 201-3)

• communicate questions, ideas, andintentions to classmates while mixing andcombining liquids and solids to form newand useful materials (203-1)

• investigate mixing materials to create a newmaterial with characteristics that aredifferent from the original components(100-20)

• identify and use a variety of sources to getideas for creating new materials (201-7)

• describe and demonstrate ways we use ourknowledge of solids and liquids to maintaina clean and healthy environment (102-8)





The Three States of Water

• respond to the ideas andquestions of classmates duringinvestigations into thecharacteristics of water, and howit changes from one state toanother (203-5)

• describe the characteristics of thethree states of water (ice, water,water vapour) and predictchanges from one state to another(103-6, 200-3)

This section complements and reinforces the section Forms andChanges in Moisture in the unit Air and Water.

Explorations involving water can serve as a good introduction toa wide variety of less common solids and liquids. Because wateris so common and changes so easily from one state to another, itis used extensively throughout this unit.

The characteristics of solids can be introduced by starting withthe exploration of the characteristics of water in its solid form(ice, snow, hail). By touching it, shaping it, letting it melt intheir hands, freezing water to make ice, making icicles, andobserving frost on cold windows or glasses, students will be ableto appreciate that solids have a definite shape. They will alsoexperience ice melting into a liquid as it warms: They caninvestigate ice cubes partially submerged in water, and feel thewater temperature before the ice melts, and the temperature ofthe water after the ice has melted. Important characteristics thatthey should note are that ice has a crystalline structure (evidentby viewing frost as it forms, and by breaking ice cubes intosmaller pieces), it is solid and therefore has a shape, and feelscold. Heat exchanges are also important: water will turn into iceif it is cooled, and ice will turn to liquid if it is warmed.

The characteristics of liquids can be introduced by exploringwater in liquid form. Investigations should focus on comparisonsbetween the properties of ice and water. Students will note thatthey cannot hold water, orange juice, molasses or other liquids intheir hands like they can ice cubes, and that the liquid takes on theshape of the container. Other explorations into the characteristicsof water in liquid form could involve surface tension of water(floating staples or pins on water), and how it evaporates.Evaporation activities will lead to explorations involving water inthe gaseous state (water vapour).

Gases can be introduced through explorations with water vapour.Students should be familiar with both evaporation and boiling.

Caution: Boiling should be a discussion topic only. Boiling waterhas potential for serious burns.

From students’ recollections of water boiling at home, they candescribe the need for heat to change water into water vapour, andhow it forms steam (liquid droplets suspended in air) when it coolsdown. They will have seen water vapour change to steam.

Invite children to describe what happens when they breathoutside on a cold day. They could also be asked to describe thebathroom mirror or window after a bath. Students will have hadexperiences with water changing from state to state.

!




The Three States of Water


203-5


#4

103-6, 200-3


#2


#4 and DWYK

Performance• Challenge a student to melt an ice cube as quickly as possible.

They cannot put the ice cube in their mouth.

When you are finished, tell your classmates the strategies thatyou used to melt your cube. Make a class list of ways to melt ice.(203-5, 103-6, 200-3, 100-20)

• Take two paper cups and put equal amounts of water in them. Putone in the freezer until next day.

Put the ice from one cup in a bowl, and put the water from theother cup in a second bowl.

Which form of water can be poured? Which one covers the bottomof the bowl? Which one can you pick up? Which one changesshape when you put it in the bowl? Which one feels cold? (103-6,200-3)

• Put a couple of drops of warm water on your hand. Wave yourhands gently. What do you feel? Do you feel the same way whenyou step out of a warm bath, shower or a swimming pool orlake? What happens to the water on your hand? (103-6. 200-3)

Performance/Journal• Put an ice cube in a cup of warm water, and observe what

happens. With a partner, talk about what you think ishappening. When you have finished, feel the temperature of thewater. Draw before and after pictures and label to describe yourobservations. (203-5, 103-6, 200-3)

Paper and Pencil• What will happen to ice if I hold it in my hand?

What will happen to water in a glass if it is left to sit for a longtime in the sun? (103-6, 200-3)

• A student puts equal amounts of water in two glasses with thesame size and shape. One glass was put by a heater and one wasput in the refrigerator. Draw what you think the glasses will looklike after a period of several days. Explain your drawing. (103-6,200-3)


103-6 Lesson Two





!


• ask questions about theproperties of familiar liquidsand solids that lead toexploration and investigation(200-1)

• investigate and compareproperties of familiar liquidsand solids (100-17)

• investigate and describe theinteractions of familiar liquidsand solids (100-18)

• make and record relevantobservations duringinvestigations of interactions ofliquids and solids, using writtenlanguage, pictures, and charts(201-5)

In classroom discussion, students and teachers can share theirfindings about the water, ice, and water vapour. Teachers canmonitor students discussion to extend their ideas to other solidsand liquids. Do they think all liquids and solids have the sameproperties? What ways might they be different? How can wefind out? Encourage students to make “I wonder...” statementsthat could be used as a starting point for exploration, such as “Iwonder if all liquids are as runny as water” or “I wonder if thereare other solids besides ice that melt in your hand”. As theyexplore the properties of common liquids and solids, they willprobably have more “I wonder ...” statements.

Throughout these explorations, students should become used towearing safety goggles. A number of common, safe liquids suchas juice, water, milk, soft drinks, and molasses, can be used inthese explorations. Students can explore the properties of theseliquids by noting colour and odour, and feeling with each ofthese liquids. They can explore the thickness (viscosity) of theliquids by stirring the liquids with a spoon, or seeing how easilythe liquids swirl or pour.

Students can explore the properties of various solids such aschalk, salt, sugar, wood and metals by noting their propertiessuch as appearance, hardness, texture, colour, odour, and abilityto be broken into smaller pieces or shaped. Caution: Somestudents may have allergies.

Some properties of materials are determined by how theyinteract with other substances. Students can observe whathappens when drops of liquids are placed on wax paper, tin foil,cardboard, cotton, or other type of surface. They can note thingslike the shape of the drop on these surfaces, and if the liquidwets the surface. They can have a liquid drop race and let themselect which liquid and material they want to race it on.

Charts and drawing should be used to record their observationsin the activities. For example, a chart of what floats in water andwhat does not could be filled in by the students. Drawingscould also illustrate the same thing by showing some objectsfloating, while others have sunk to the bottom.




Performance• Put equal amounts of water, vegetable oil, milk, juice, and

molasses in paper cups. Swirl each cup gently, and put them inorder of “easiest to swirl” to “hardest to swirl”. (100-17)

• Which piece of material will soak up water the most? Put a dropof water on each piece of material (e.g., wax paper, cardboard,white paper, construction paper) and tip the material. Recordhow far each drop travelled before it soaked into the material.(100-18, 201-5)

• Record your observations on your activity. (100-17, 201-5)

Interview• What are some things you know about liquids? Do you think all

liquids are alike? What are some things that we could test to seeif liquids are alike or different? (Teachers could take on a similarapproach to generate “solid” questions.) (200-1)


Investigating Solids

Solid Scratch test forhardness

Does it float? Can it bend? ....

wood

plastic

rock

::

nail—yesfinger—nopencil—yes

yesyes, butthen itbreaks


200-1


#1, #3 and #5

100-17


#2 and #3


#1, #2, #3, #4, #5,

AH, LB and DWYK

100-18


#5


#2, #3, #5 and AH

201-5


#2, #3, #5 and AH







Properties and Interactions of Familiar Liquids and Solids (continued)

• make and record relevantobservations duringinvestigations of interactions ofsolids and liquids, using writtenlanguage, pictures, and charts(201-5)

• place objects in groupsaccording to the type of liquidin which they will float or sink(202-2)

• demonstrate an understandingof sinking and floating objectsby identifying and solving arelated practical problem(100-21, 200-2)

• compare and evaluate solutionsto the practical problem relatedto sinking and floating (202-8)

Students can explore how some solids float on water (pepper),dissolve in water (salt, sugar, drink crystals), sink in water(sand), or form suspensions in water (corn starch) in learningcentres. An interesting mixture is formed from corn starch andwater. If students scoop the mixture into their hands, it canbehave as a solid or a liquid depending on the pressure theyexert on it. If they hold it tight in their fist, it will behave as asolid, but if they loosen their grip, it will seep through theirfingers like a liquid.

Students can experiment with various objects, like paper clips,crayons, pieces of popsicle sticks, jelly beans, to see if they sink orfloat in water.

Students can use fresh water and salted water to experiment withmaking sinking objects float and floating objects sink. For example,place an egg in fresh water to observe the sinking. Then addprogressively larger amounts of salt and observe the outcome.

Use everyday examples of solids and liquids to help place objectsin groups according to the type of liquid in which they will floator sink. Do liquids always mix? They can also investigate whathappens when different liquids are mixed, for example, cookingoil and water, or dishwashing liquid and water, to see which onesfloat and which ones mix. Finally, students can make a mixtureof cooking oil and water, and then add the solid objects again.Some objects will float on top, some will float on the bottomlayer, and some will sink all the way to the bottom.

Using their knowledge of sinking and floating, students cangenerate a number of challenges that will involve designingsolutions. Some examples are: designing a boat or raft frommaterials such as clay, aluminum foil, or modeling clay that willcarry the most pennies; making a floating object sink; making asinking object float, or making a sinking object stay suspendedhalfway.

Students can work together in cooperative groups to problem-solve, share ideas, and test solutions.

After they have finished refining their product, be it a raft, boat,attachments for sinking objects or keeping them afloat, they canshare their observations by demonstration or in an oralpresentation to class. Connections to technological products canbe made with illustrations. For example, students could explorehow lobster pots (made of wood) are sunk, how heavy metallicboats can float, or how fishers use a variety of floaters andweights to have their nets and lines sink or float to appropriatelevels.

• communicate procedures usedto solve the practical problemrelated to sinking and floating,using drawings, demonstrations,and written and/or oraldescriptions (203-3)




Performance

• What floats? Take each of the objects, and see if they float inwater. Draw pictures of the objects showing what they do whenthey are placed in a bowl of water. (100-18)

• Do all liquidsmix? Completethe chart bydrawingpictures toshow how,using littlejars, theliquids mix. Iflayers form,label whichlayer is which.(100-18,201-5)

• In a clear cup, pour equal amounts of water and vegetable oil.Add some food colouring. Which layer does the colouring mixwith? Draw a picture to show your observations. (100-18, 201-5)

• In a tall glass or bowl, add equal amounts of water and vegetableoil. Carefully drop different objects in the bowl. Record yourresults in the chart. (202-2)

• (Give each student 100 cm2 of aluminum foil) With a partner,design a floating device that will hold pennies. Demonstrateyour floating device to the rest of the class. (202-8, 203-3)

Properties and Interactions of Familiar Liquids and Soils (continued)

Mixing Liquids

Mixture Drawing

vegetable oil andwater

fruit juice and syrup

water and vinegar

salad dressing (e.g.,Italian) and soyasauce

Floating or Sinking

Object Sinks throughwater and oil

Floats on water

crayon

eraser

Floats on oil

::

Addison and Wesley Resource201-5


#2, #3, #5 and AH

202-2


#9

100-21, 200-2


#6 and #8


#6

202-8


#6 and #8


#6

203-3


#6 and #8


#6






• select and use solids, liquids andappropriate tools to make usefulmaterials (100-19, 200-4, 201-3)

• investigate mixing materials tocreate a new material withcharacteristics that are differentfrom the original components(100-20)

Up to this point, the interactions between liquids and solidshave, for the most part, left the original liquid or solid intact. Inthis part of the unit, new products and materials are formedfrom these interactions.

Caution: Students should be cautioned not to mix solids andliquids at home without supervision. Some mixtures of householdchemicals can be quite hazardous.

Cooking and making construction materials, such as mud bricks,gelatine, play dough, are good contexts for this section. There are awide variety of activities that can illustrate these outcomes;selection of which ones to do depends on availability of materialsand tools such as staff room ovens or refrigerators. If these are notavailable, there are still many products that can be made. The focusin this section should be twofold: the products made should beuseful and seen as fitting a human need, and the characteristics ofthe product made should be different than the components used tomake it.

Students can make play dough using flour, salt and water. They canadd different colours of food colouring to the dough to getmulticoloured dough. They can experiment with varying theamount of water in order to change the texture of the dough.

Students can prepare a package of gelatin according to directions.Encourage students to observe the characteristics of theingredients before and after preparation.

Plaster of Paris can also be used to make useful objects.Alternatively, students can mix flour and water to make a pasteto be used for papier mâché.

Simple chemical reactions can be done to illustrate newmaterials being formed. Students may wish to help make cookiedough, and compare the dough to the baked cookie. Studentscan drop baking soda into vinegar to yield a burst of bubbles.Yogurt and baking soda will also give a bubbling mixture. Thereaction of the yeast on bread dough may be observed in a breadmachine

Students can use some of the many available simple chemistryexperiment books to find mixtures that make smelly, bubblingor colourful products. Other sources of examples of simplechemical reactions are cook books, Internet sites and children’sscience television shows.

!

• communicate questions, ideas,and intentions to classmateswhile mixing and combiningliquids and solids to form newand useful materials (203-1)

• identify and use a variety ofsources to get ideas for creatingnew materials (201-7)




Performance• Using the materials given (e.g., soil, sand, small gravel, clay, water)

make some mud bricks. Let your brick dry, and then test it nextday to see if it will hold together. (100-19, 200-4, 201-3, 100-20)

• With a partner, add a couple of drops of vinegar to a spoonful ofbaking soda in a glass. Keep adding drops of vinegar. What newtype of substance did you form? (100-20)

• Add a few drops of water to some corn starch and mix until itlooks a bit like glue. Do you think it is a solid or liquid? Why?

Now try to hold the mixture loosely in your hands. Whathappens? Do you think it is a solid or liquid?

Now hold onto the mixture again, and grip it tightly andquickly. What happens? Is it acting more like a solid or a liquid?(203-1, 100-19, 200-4, 201-3)

Informal/Formal Observation• Observe students as they make their mud bricks (play dough,

Jello muffins). Assess their ability to select and use appropriatetools, communicate their questions and ideas, and evaluate theirproduct. (100-19, 200-4, 201-3, 203-1)



100-19, 200-4, 201-3


#4 and #7

203-1


#4 and #7

100-20


#1 and #7


LB

201-7


#1







Mixing Liquids and Solids to Make New and Useful Materials (continued)

• describe and demonstrate wayswe use our knowledge of solidsand liquids to maintain a cleanand healthy environment(102-8)

At the end of every investigation, students should clean up anyresidue material carefully, and dispose of it properly. As much aspossible, students should use the knowledge they have gainedthroughout this unit (for example, which types of materials willabsorb liquids, some solids will dissolve in water (rain) and mayget into the environment more easily), when disposing ofmaterials. Environmental posters can be placed in the room toemphasize the care that must be taken with our environment,and the types of everyday materials that should be disposed ofcarefully. Programs like “Waste Watch” can provide a context forthis outcome. Connections to the section Sources of Water in theGrade 2 science unit, Air and Water can be made here.

Students could also investigate the ability of certain materials tosoak up oil. This would simulate the real life situation ofcleaning up after an oil spill. Students could note the ability ofsawdust, kitty litter, feathers, moss, and other materials forsoaking up oil.

Littering could be an appropriate topic to address this outcome.Students could be challenged to think of situations where somesolids and liquids were not disposed of properly and could causeproblems.




Interview• Which type of material would you use to clean up a water spill?

Why? (102-8)

• What would you use to clean up dirty dog prints? Sandy printsfrom the beach? (102-8)

Journal• Recycling can help us keep a clean environment. Things I recycle at

home are ... (102-8)

Performance

• Observe how the student follows the waste watch separationinstructions.

Mixing Liquids and Solids to Make New and Useful Materials (continued)


102-8


#2, #5 and AH


PHYSICAL SCIENCE: RELATIVE POSITION AND MOTION

Physical Science:

Relative Position and Motion

Introduction Moving things are a source of fascination for children of many ages.The study of moving things offers children an opportunity todevelop a sense of space, orientation, perspective, and relationship.Through observation and the use of specific language, studentsdevelop the ability to describe where things are and how they aremoving, and share their experience with others.

Focus and Context This unit should be developed with an inquiry focus, with anemphasis on making observations and developing fair tests. Studentswill first explore how descriptions of an object’s position dependupon their perspective, and will learn to make and record accurateobservations about the relative position of various objects. They willthen investigate various types of motion and the factors that affect it.This will lead to a problem-solving situation, in which students willdesign their own devices that move in specified ways. Theplayground or gym would make a good context for this unit.Students could observe and describe their motion in a variety ofways (e.g., swings, merry-go-rounds, pogo sticks, teeter totters).

Science

Curriculum Links

Students will investigate the causes of motion in grade 5, Forces andSimple Machines.




100-23 describe the position of an object relative toother objects or to an identified space, and place anobject in an identified position

100-24 describe the position of objects fromdifferent perspectives

100-25a investigate and describe different patternsof movement, such as spinning, swinging, bouncing,rolling, sliding, vibrating, or moving in a straightline

100-22 describe the motion of an object in terms ofa change in position and orientation relative to otherobjects

100-25b Identify factors that affect movement


Initiating and Planning200-1 ask questions that lead to exploration andinvestigation

200-2 identify problems to be solved


Performing and Recording201-1 follow a simple procedure whereinstructions are given one step at a time

201-3 use appropriate tools for manipulating andobserving materials and in building simple models

Analysing and Interpreting202-7 propose an answer to an initial question orproblem and draw simple conclusions based onobservations or research

202-8 compare and evaluate personallyconstructed objects with respect to their form andfunction

202-9 identify new questions that arise from whatwas learned

Communication and Teamwork203-2 identify common objects and events, usingterminology and language that others understand


N.B. The following pan-Canadian Science Learning Outcomes were used as the framework in the development ofthe Atlantic Canada Science Curriculum at this grade level. They are included here to illustrate the two types ofscience outcomes at the primary level: i.e., STSE/Knowledge and Skills. For planning, instructional, and assessmentpurposes, teachers should refer to the PEI/APEF Specific Curriculum Outcomes found on the next page.




PEI/APEF Specific Curriculum Outcomes

Position


• use materials to build objects that movein a specific manner (201-3)

• describe the position of an object relativeto other objects, using language such as“to the left of”, “on top”, “beside”, or“two giant steps behind”, or to anidentified space, and place an object in anidentified position (100-23, 203-2)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

• describe the position of objects fromdifferent perspectives (100-24)

• identify questions that arise about howdifferent students view the same objectfrom different perspectives, and cooperatewith these students to make up accuratedescriptions (202-9, 203-5)

Motion


• investigate and describe different patternsof movement (100-25a)

• describe the motion of an object in termsof a change in position and orientationrelative to other objects (100-22, 203-2)

• follow a simple procedure whereinstructions are given to move a person orobject in a certain way, or in a specifieddirection (201-1)

• ask questions about the factors that affectthe motion of an object, and identifyfactors to investigate (200-1, 200-2)

• make predictions about how variousfactors will affect the motion of an object(200-3)

• use terms like “faster” or “slower”, and toolssuch as rulers, string and stopwatches to testthese predictions (201-3)

• draw simple conclusions about the factorsthat affect movement based on theirinvestigations (100-25b, 202-7)

• compare and evaluate the abilities of theirconstructed object to move (202-8)





Position

• use materials to build objectsthat move in a specific manner(201-3)

• describe the position of anobject relative to other objects,using language such as “to theleft of”, “on top”, “beside” or“two giant steps behind”, or toan identified space, and place anobject in an identified position(100-23, 203-2)

This outcome will form the basis of a unit project. After anactive introduction to the unit where students can observe thevarious types of motion, students can be challenged to startthinking about the way things move, and what they might maketo show one or more types of movement. Over the course of theunit, they should be given opportunities to design their ownmoving device, such as matchbox cars, sail boats, or paperairplanes. Various methods of propulsion can be used, such asballoons, magnets, sails, or propellers.

As students observe and interact with various moving objects,they can learn descriptive phrases that can be used to describethe position of objects. Students can play games like “SimonSays”. Commands such as “Simon Says, put the ball on top ofthe box”, or “Simon Says, put your eraser to the left of yourbook” can be given, occasionally leaving off the “Simon Says” toensure that students are listening carefully. This activity willhelp students use the descriptive terms, and will lead toquestions about perspectives. For example, if students are in arow, and the command is to put an object to the left of anotherobject, any student who turns around will notice that the objectis to his or her right.

Working in groups of two or three, students can place an objectsuch as a paper towel tube in a certain position, and then moveto different parts of the room. They can then try to describe howthe other students would describe the position of the object, andlisten to the other students describe what they think otherstudents are seeing. These activities reinforce the development ofspatial sense, found in the various components of spatialperception found in mathematics general curriculum outcomeE.

Alternatively, students can work together to create a map for a“buried treasure,” using a variety of reference points andmeasures. If done orally, students can be challenged to describemore than one way to get from “Start” to “Treasure”.Connections can be made to mapping skills found in the socialstudies curriculum.

• describe the position of objectsfrom different perspectives(100-24)

• identify questions that ariseabout how different studentsview the same object fromdifferent perspectives, andcooperate with these students tomake up accurate descriptions(202-9, 203-5)


Tasks for Instruction and/or Assessment


Resources/Notes

Performance• Use the directions on a treasure map to find the treasure. (Hide

a variety of objects, and write simple directions to give tostudents) or make a flight plan for your airplane then haveanother student follow your plan. (100-23, 203-2)

• Position yourself so that your plane on the desk is: (100-24,202-9, 203-5)

– beside you– above you– to the right of you

• Have a student find an object from another student’s description(100-24, 202-9, 203-5)

Paper and Pencil• Using a hundreds chart, listen to the directions on how to move

your marker on the chart to find a given number. (Using wordslike left, right, up and down, three spaces to right, etc.) (100-23, 203-2)

Position


201-3


#10


#6

100-23, 203-2


#2, #3, #4 and #10


#1

100-24


#7

202-9, 203-5


#8





Motion

• investigate and describedifferent patterns of movement(100-25a)

Students can explore the motion of a variety of objects thatexhibit different types of motion such as spinning, swinging,bouncing, rolling, sliding, vibrating, or moving in a straight line(for example, tops, spring-operated toys, rubber balls, toyhelicopters, Venetian blinds, and pendulum clocks, orplayground motion such as swinging, sliding, going on themerry-go-round). This may give them ideas for their own devicethat they will construct.

Students should use appropriate language such as backwards,forwards, and sideways to describe the motion of these objects.Their descriptions should focus not only on the types of motionexhibited (such as rolling, vibrating) but also on its motion relativeto other objects in the room. Once again, individual studentperspectives play a large role in describing the motion. Activitiesrelating to different perspectives should be kept simple. Thiscould also reinforce math outcomes from grades one and tworelated to slides and flips.

One student can pull another in a wagon, with other studentscircling the room. The student in the wagon can describe themotion of the other (stationary) students from his/her perspective(for example, “Tommy is moving toward me; Jane is moving awayfrom me; Patrick is moving to the left”. This should generate a lotof discussion, since the other students will argue that they are notmoving, but from the perspective of the student sitting in thewagon, they are. The other students in the classroom can describethe motion of the student in the wagon from their own perspective.

Students can describe their experiences in a moving car—how treesand houses appear to move past them, and the car appears to bestationary. Alternatively, they can describe the motion of otherobjects when they are swinging or on other playgroundequipment.

Students can also play games like Simon Says, using directionsfor different types of motion. For example, instructions such as“Simon Says jump up and down” or “Simon Says roll around onthe ground” can be given and followed.

• describe the motion of an objectin terms of a change in positionand orientation relative to otherobjects (100-22, 203-2)

• follow a simple procedure whereinstructions are given to move aperson or object in a certain way,or in a specified direction (201-1)




Resources/Notes

Performance• Using geometric shapes such as a cone, cube, or sphere, ask

students to investigate how these can be moved across the desk.(100-25a)

• On the playground, explore something that makes you:

– move up and down– move downwards and forward at the same time– move around in a circle(100-25, 201-1)

Paper and Pencil• Pick some objects in the class and describe how they move (such

as pencil sharpener, doors, or windows). (100-25)

Motion


100-25a

Launch


#1, #2, #3, #8 and #9


#1, #2, #6, AH and LB

100-22, 203-2


#1, #3, #6, #8 and #9


#1 and AH

201-1


#2, #5 and #6


#2, #3, #4 and #5


100-25a Lesson One and Lesson Two

100-22 Lesson Two

201-1 Lesson Two





Motion (continued)

• ask questions about the factorsthat affect the motion of anobject, and identify factors toinvestigate (200-1, 200-2)

• make predictions about howvarious factors will affect themotion of an object (200-3)

• use terms like “faster” or “slower”,and tools such as rulers, stringand stopwatches to test thesepredictions (201-3)

• draw simple conclusions aboutthe factors that affect movementbased on their investigations(100-25b, 202-7)

• compare and evaluate the abilitiesof their constructed object tomove (202-8)

As the students explore the motion of various objects, they canbe encouraged to find ways to change its motion, and identifythe factors that affect the motion of the object. The possiblefactors that they could investigate could include the amount offorce (this concept should be introduced here, and defined as apush and a pull), the mass of an object (or how heavy it is), theheight of ramps that they may use to roll things down, and thetype of surface that an object is moving over (e.g., carpet,smooth floor). The focus of these activities should be, as much aspossible, the development of fair tests.

Students can investigate a variety of motions to try to determinefactors that affect them (such as height of a ramp, surface of aramp, and type of object being rolled down a ramp). For example,students could investigate how to keep an object spinning forlonger periods of times, or compare two objects ability to spin.They could roll various objects down ramps, and time the descentto see which ones rolled fastest, or measure the path with string tosee which ones rolled furthest. They can try to determine if emptycontainers roll faster than full ones, or if containers filled withliquids roll faster than those with solids. They can investigate theeffect of rolling cars with different wheel sizes down the ramp.They can investigate how various surfaces or lubricants, or theramp angle affect an object’s ability to slide. They could investigatehow the length of a slinky or spring, or the suspension of a weight,affects its up and down motion. They could make gels of variousthicknesses to see how this affects its ability to vibrate or jiggle.This list simply illustrates the variety of motions that can beinvestigated; there are many more investigations that the studentscould explore beyond these.

At the beginning of the unit, students were challenged to make anobject that moves in a specific way. Students should be givenopportunities to construct this device, and use what they havelearned in this unit. It can then be tested on the basis of the motionthat they have designed it for, and compared to their classmates’devices.




Resources/Notes

Performance• Predict which toy truck (ball, soup can) will reach the end of the

ramp first. Test your prediction. (200-3,201-3)

Motion (continued)

Which one goes fastest?

Prediction Test Result

One ramp higherthan the other

one ramp is wet, theother is dryone truck is big,another is small

::

Journal• You have to try to make your ball roll down this ramp as fast as

possible. In your journal, write down the things that you wouldlike to try to see if you can make it speed up. (200-1, 200-2)

Paper and Pencil• What things can you do to make balls on a ramp roll faster?

(100-25b, 202-7)

Presentations• Design and make your own toy or gadget that moves. Try to make

(201-3, 202-8)

– an object that always rolls to the left– a paper glider that spins in the air

200-1, 200-2


#2, #3, #4 and #5

200-3


#5 and #6


#2, #3, #4, #5 and DWYK

201-3


#2, #3, #4 and #5

100-25b, 202-7


#5 and #6


#2, #3, #4, #5 and DWYK

202-8


#10


#6



200-3 Lesson One

100-25b Lesson One and Lesson Two


APPENDIX

Elementary Science Safety

Although experimentation in the elementary years may not be in as much depth as in secondary school,and the equipment and chemicals may not be as sophisticated, the attention to safety is just asimportant. Safety is an important concern in the elementary science classroom because students arelearning new skills and working with unfamiliar equipment and materials that can pose some degree ofhazard. Safety in the elementary school science classroom depends upon the wise selection ofexperiments, materials, resources and field experiences as well as consistent adherence to correct and safetechniques. Some work procedures require thorough planning, careful management and constantmonitoring of students’ activities. Teachers should be knowledgeable of the properties, possible hazards,and proper use and disposal of all materials used in the classroom.

The Safe Classroom

Some general principles of safe science classroom management may be identified:

• Prepare, maintain, and prominently display a list of emergency telephone numbers.

• Identify people within the school who are qualified to administer first aid.

• Annually review and complete the safety checklists relevant to your situation.

• Familiarize yourself with the relevant medical histories of individual students.

• Review basic first aid procedures regularly.

• Formulate, in consultant with administration and other teachers, an action plan to deal withaccidents in the classroom and also on extracurricular activities such as field trips.

Non-Hazardous Chemicals

The following chemicals can be used safely by students (but remember that any substance, even salt,can be harmful if taken in sufficient quantity). Be aware that any substance in a fine powder or dustform can be inhaled and thus harm health.

Aluminum foil

Baking powder (sodium bicarbonate andtartaric acid)

Baking soda (sodium bicarbonate)

Bath salts/Epsom salts (magnesium sulfate)

Borax (sodium borate)

Carbonated (fizzy) drinks

Chalk (calcium carbonate)

Charcoal (carbon)

Citric acid crystals

Clay (moist)

Copper foil

Cream of tartar (tartaric acid andpotassium hydrogen tartrate)

Detergents, hand-washing types(but not dishwashing)

Food colouring

Glycerine (glycerol)

Iron filings

Lemon juice (contains citric acid)

Marble chips (calcium carbonate)

Litmus paper or solution

Milk

Oils, vegetable and mineral (but notmotor oil)

Plaster of Paris or cellulose fillers(‘Polyfilla’)

Salt (sodium chloride)

Sand

Soap

Starch

Steel wool

Sugar

Tea (contains tannic acid)

Universal (pH) indicatorpaper or solution

‘Vaseline’

Vinegar (dilute acetic acid)

Vitamin C (ascorbic acid)

Washing powder, hand-washing types

Zinc foil

APPENDIX


Dangerous Household Chemicals

Some common products are potentially hazardous and should not be used in the elementary classroom.Consider warning the students about the dangers in their homes.

Bleach

Caustic coda (sodium hydroxide)

Rust-removal solution

Dishwasher detergents

Drain cleaner

Dry cleaning fluids

Some fertilizers

Fine powdered substances

Fireworks, sparklers and party poppers

Gasoline and other fuels

Hydrogen peroxide

(more than a 3% solution)

Laundry detergents

Oven cleaners

Paint strippers

Pesticides, fungicides, and insecticides

Some plant growth substances

(e.g. rooting powders)

Scale removers

Toilet cleansers

Weed killers

Disposing of Chemicals

• The disposal of non-hazardous, water-soluble liquid wastes (e.g. liquid handsoap, vinegar) shouldinvolve diluting the liquid waste before pouring it down the drain, then running tap water down thedrain to further dilute the liquid.

• Non-hazardous solid wastes (e.g. iron filings, table salt) should be disposed of in a waste container.

• Hazardous wastes should be placed in specially marked waste containers and disposed of in anappropriate manner.

Science Safety Rules and Procedures for Elementary Science Students

(not a conclusive list)

1. Never do any experiment without the approval and direct supervision of your teacher.

2. Read all written instructions before doing an activity.

3. Listen to all instructions and follow them carefully.

4. Make sure you understand all the safety labels.

5. Always ask your teacher if you do not understand.

6. Wear proper safety protection as instructed by teacher.

7. Never remove your goggles during an activity.

8. Tie back long hair and avoid wearing loose clothing such as scarves, ties or long necklaces.

9. Know the location of safety and first aid equipment.

10.Work carefully and make sure that your work area is not cluttered.

11. Always cut away from yourself and others when using a knife.

12. Always keep the pointed end of scissors or any other sharp object facing away from yourself and others if you have to walk with it.

13. Dispose of broken glass as your teacher directs.

14. Do not smell a substance directly. Fan the smell toward you with your hand.


APPENDIX

15. Never eat or drink in the laboratory.

16. Never drink or taste any substances.

17. Never use cracked or broken glassware.

18. Make sure that your hands are dry when touching electrical cords, plugs, or sockets.

19. Handle hot objects carefully.

20. Tell your teacher immediately if an accident or spill occurs, no matter how minor.

21. Clean equipment before you put it away.

22. Dispose of materials as directed by your teacher.

23. Clean up your work area upon completion of your activity.

24. Wash hands carefully with soap and water after handling chemicals, after all spills and at the end of each activity.

Plant and Animal Care in the Classroom

(http://www.sasked.gov.sk.ca/docs/elemsci/corgesc.html)

Teachers should familiarize themselves with any local, provincial, or federal statutes pertaining to thecare of plants or animals. If in doubt, inquire. Pet shops may have useful information. Remember thatthere are regulations preventing the picking of some wild flowers, or the captive use of migratory birdsor endangered species. The following are some guidelines for the care of plants and animals in theclassroom:

• Be wary of any possible signs of allergic reactions among students to any plants or animals.

• Inform the administration before bringing any animals into the school.

• Inquire about specific feeding and facility requirements for classroom pets.

• Be wary of possible diseases that may be spread by animals, or by people to animals.

• Poisonous animals and plants, or other potentially dangerous animals such as venomous snakes andspiders should not be kept in the classroom.

• Wear gloves when handling animals in the classroom. Over-handling can put the animals underexcessive stress.

• Involve students in helping to care for plants and animals.

• Make arrangements to have the plants and animals looked after over holidays and on weekends.

(Adapted and used with permission from the Ministry of Education, British Columbia)

Science Safety Rules and Procedures for Elementary Science Students

(not a conclusive list) (continued)

APPENDIX


Attitude Outcome Statements

For grades 1-3, it is expected that students will be encouraged to

400 recognize the role andcontribution of science in theirunderstanding of the world

Evident when students, for example,

• give examples of science intheir own lives

• give examples of how objectsstudied and investigationsdone in class relate to theoutside world

• recognize that scientific ideashelp use to explain how orwhy events occur

401 show interest in and curiosityabout objects and events withinthe immediate environment

402 willingly observe, question,and explore


• ask “why” and “how”questions about observableevents

• ask many questions related towhat is being studied

• participate in show-and-tellactivities, bringing objectsfrom home or sharing a storyor an observation

• ask questions about whatscientists do

• express enjoyment from beingread to from science books

• seek out additionalinformation from librarybooks and digital discs

• express enjoyment in sharingscience-related informationgathered from a variety ofsources, including discussionswith family members andfriends

• ask to use additional scienceequipment to observe objectsin more detail

• express the desire to findanswers by exploring andconducting simpleexperiments

403 consider their observationsand their own ideas when drawinga conclusion

404 appreciate the importance ofaccuracy

405 be open-minded in theirexplorations


• raise questions about theworld around them

• willingly recordobservations in a given format

• compare results of anexperiment with otherclassmates

• use observations to draw aconclusion or verify aprediction

• take the time to measurewith care

• willingly explore a changeand its effects

• choose to follow directionswhen they complete a simpleinvestigation

• express the desire to findanswers by conductingsimple experiments

Appreciation of Science Interest in Science Scientific Inquiry


APPENDIX

Attitude Outcome Statements

For grades 1-3, it is expected that students will be encouraged to

Collaboration Stewardship Safety in Science

406 work with others inexploring and investigating


• willingly share ideas andmaterials

• respond positively to others’questions and ideas

• take on and fulfil a variety ofroles within the group

• participate in science-relatedactivities with others,regardless of their age or theirphysical or culturalcharacteristics

• respond positively to otherpeople’s views of the world

407 be sensitive to the needs ofother people, other living things,and the local environment


• ensure that living things arereturned to an adequateenvironment after a study iscompleted

• demonstrate awareness of theneed for recycling andwillingness to do somethingabout it

• show concern for otherstudents’ feelings or needs

• care for living things that arekept in their classsroom

• clean reusable materials andstore them in a safe place

• willingly suggest how we canprotect the environment

408 show concern for their safetyand that of others in carrying outactivities and using materials


• are attentive to the safe use ofmaterials

• insist that classmates usematerials safely

• act with caution in touchingor smelling unfamiliarmaterials, refrain fromtasting them, and encourageothers to be cautious

• point out to others simpleand familiar safety symbols

• put materials back wherethey belong

• follow given directions forset-up, use, and clean-up ofmaterials

• wash hands before and afterusing materials, as directedby teacher

• seek assistance immediatelyfor any first aid concerns likecuts, burns, and unusualreactions

• keep the work stationuncluttered, with onlyappropriate materials present

Grade Two Science Curriculum Guide - Prince Edward Island · 2017-03-28 · ATLANTIC CANADA SCIENCE...

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Transcript of Grade Two Science Curriculum Guide - Prince Edward Island · 2017-03-28 · ATLANTIC CANADA SCIENCE...